European Psychiatry - Volume 33 - March 2016

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S544 24th European Congress of Psychiatry / European Psychiatry 33S (2016) S349–S805
Disclosure of interest The authors have not supplied their decla-
ration of competing interest.
EV608
Resource training centre as
innovation didactic component of
postgraduate training for doctors
narcologists in Ukraine
I. Sosin ∗, Y. Chuev , O. Goncharova
Kharkov Medical Academy of Postgraduate Education, Narcology,
Kharkov, Ukraine
∗ Corresponding author.
Introduction The work presents HIV PLEDGE project cooperative
results of Kharkov Medical Academy of Postgraduate Education
(KhMAPE) and the United Nations Office on Drugs and Crime
(UNODC) in Ukraine which correspond the Law of Ukraine “On the
Higher Education” requirements.
Objectives and aims The project is aimed at the reduction of
HIV-infection, tuberculosis and other comorbid disorders in drug
addicts in Ukraine. The results are expected to be introduced into
postgraduate training for doctors narcologists of Ukraine at the
resource training centre (RTC) created under UNODC aegis accord-
ing to innovation international education and technology standards
criteria adapted for all forms of postgraduate training including
medical residency.
Methods Clinical, laboratory, epidemiological methods, statisti-
cal monitoring were applied for modern drug addiction conditions.
Results The research allowed:
– to increase abilities of KhMAPE departments to provide up-
to-date epidemiological information for narcological diseases,
pathophysiology, treatment, prevention, rehabilitation, HIV-linked
medical and non-medical services integration in routine practice;
– to approach renewed academic programs, distance training
courses, certification, specialmodern software, computer technolo-
gies, internet resources;
– to increase the postgraduate education efficiency and quality;
– to apply up-to-date information concerning treatment;
– to provide tuition and online training.
RTC was equipped with special software, valid educational and
diagnostic tests, e-libraries, research analytical reports, Tritnet
educational and information materials, presentation setup. RTC
provides monitoring systemof academic efficiency “Smart Senteo”,
distance training module program, database server “Osvita”.
Conclusions RTC efficiency and prospects of new form of post-
graduate medical training for doctors narcologists in residency
have been grounded.
Disclosure of interest The authors have not supplied their decla-
ration of competing interest.
EV609
Early identification of language and
behavioral deficits for
psycho-educational intervention as a
public policy
C. Varanda ∗, E.C. Mendes , N. Campina , M.D.G. Aulicino ,
R.D.C.G. Nascimento , K.R. Grilo , C.M. Marczak , E.C. Diogo ,
F. Mello , R.C. Corrêa , F.D.M. Fernandes
1 University of São Paulo, Department of Physical Therapy,
Speech-Language Pathology and Audiology and Occupational
Therapy, São Paulo, Brazil
2 Paulista University, Human Sciences, Santos, Brazil
3 Paulista University, Health Sciences, Santos, Brazil
4 Santos City Hall, Secretariat of Education, Santos, Brazil
∗ Corresponding author.
The impact of educational public policies in developing countries
such as Brazil is determinant in the improvement of socioeconomic
outcomes as well as in the increase of individual’s well-being.
This research aimed to study the effects of early detection and inter-
vention in language and behavioral difficulties among 3–4-year-old
preschoolers in Brazil. It was designed as a pretest–posttest model
with a total of 178 subjects, 90 girls and 88 boys, divided in control
(n = 94) and experimental groups (n = 84), with average age of 3.7
y. Children were evaluated in receptive and expressive vocabulary,
central auditory processing and behavior. Subjects of the exper-
imental group were engaged in intervention for three months for
the development and refinement of language and behavior through
activities developed in software used in tablets and orientation
provided to their parents and teachers by a professional team com-
posed by speech therapists, psychologists and psycho-pedagogues.
The subjects improved their performance in all tests. There was
a significant difference in the performance of behavioral and lan-
guage tests in posttest, indicating that improvement was due to the
intervention proposed. This research was supported by the Foun-
dation for Research Support of the State of São Paulo (FAPESP) and
Maria Cecilia Souto Vidigal Foundation (FMCSV) whose agreement
aims to develop and support projects with potential application in
society. These results are meant to guide the design of a project,
which will allow the early identification of communication disor-
ders and behavioral difficulties and the development of continuing
education actions for the teachers.
Disclosure of interest The authors have not supplied their decla-
ration of competing interest.
EV610
Scientific research providing
behavioral support for teachers on the
modification of inadequate behavior
among adolescents enrolled in a
language course in Brazil
B. Montagni aranda ∗
1 Paulista University, Human Sciences, São Paulo, Brazil
2 University of São Paulo, Department of Physical Therapy,
Speech-Language Pathology and Audiology and Occupational
Therapy, São Paulo, Brazil
∗ Corresponding author.
Education can benefit from psychological research concerning
students’ behavioral problems in order to provide teachers infor-
mation on how to handle those behavioral issues, since those can
predict late psychiatric disorders and interfere negatively with aca-
demic achievement. This research investigated problem behavior
of students (10–12 yrs) of a language course in Brazil. Behavior was
investigated through a problem behavior questionnaire consider-
ing the potential effects of peer and teacher attention. The initial
hypotheses that there would be a positive correlation between
problem behavior and poor academic performance was partially
confirmed once correlation between some items of the problem
behavior questionnaire and the performance in academic assess-
ment was found. Among all the 15 elected problem behaviors,
most of them appear to have the functionality of gaining peer
attention and avoiding teacher attention; followed by gaining both
teacher and peer attention and gaining teacher attention. These
results were used as parameters for the suggestion of positive
behavioral support, which contributed to an improved academic
performance and to behavioral changes among the students. There
was an increase of one point in the academic performance and
reduction of 27.8% of the emission of deviant behavior. Neverthe-
less, a teacher training program showed to be necessary for the
teachers to learn how to handle adolescent behavioral problems.